cm's Rhodes Ochoa

Rhodes, Ochoa, & Ortiz in “Assessing Culturally and Linguistically Diverse Students”

This article examines the assessment and placement process of ethnic minority students and other diverse special education school children. As early as l960’s it was found that there were mislabeled students due mostly to the misunderstanding of culturally and linguistically diverse children in school programs. Public Law 94-142, the Education for All Handicapped Children Act of l975, requires that students be assessed in their native language and in a nondiscriminatory manner. This article also discusses the studies of the last twenty years of trends, the methodological and conceptual issues to be considered, the potential factors to explain why the problem exists, and suggested solutions along with policy recommendations.

I think the problem of disproportionate representation still exists in our states and local school districts where linguistically and culturally diverse students are. Although public laws are passed, I think there will always be cases arising because of the magnitude of students and their diversity. Also, assessment practices take time in evaluation, in updating, and in translating. It’s unfortunate that our school sites don’t have appropriate assessment procedures to meet the needs of our students who speak in their first language. In our site, this need for certified Yup’ik Special Education teachers as well as the need for evaluation procedures to be done in Yup’ik are almost always lacking. We often complain about how long it takes for referrals and Special Ed procedures before Yup’ik students are properly served. I know it takes a lot of paperwork in the referral process, but it’s the students who need the most help that everything boils down to.